Demographic Analysis ofthe Wisconsin Technical College System Nontraditional Course Student Population based on Madison, Milwaukee, Fox Valley and Northeast Wisconsin Technical College Data by KingaN. Jacobson A Research Paper Submitted in Partial Fulfillments of the Requirements for the Master of Science Degree m Career and Technical Education Approved: 2 Semester Credits Digitally signed by Carol Mooney ON: cn=Carol Mooney, ,r' a= University of Wisconsi n-Stout, .'l ·' ·' Frr ... ,. ou ema1 l [email protected], Date: 201 1.12.0110:1 6:06-05'00' Dr. Carol Mooney Investigation Advisor The Graduate School University of Wisconsin-Stout November, 2011
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Demographic Analysis ofthe Wisconsin Technical College System
Nontraditional Course Student Population
based on Madison, Milwaukee, Fox Valley and Northeast Wisconsin Technical College Data
by
KingaN. Jacobson
A Research Paper
Submitted in Partial Fulfillments of the
Requirements for the
Master of Science Degree
m
Career and Technical Education
Approved: 2 Semester Credits Digital ly signed by Carol Mooney ON: cn=Carol Mooney,
,r' a= University of Wisconsin-Stout, .'l ·' ·' Frr ... ,. ~ ou ~choo l of Education,
Figure 1: Enrollment Trend - Age Count and Average Age Per District The trend analysis of enrollees in our four technical college districts visualized in Figure
2 showed the evolution of the different age group categories over time in percentage rates,
pointing out that the two most frequently represented age groups in WTCS nontraditional
courses are 19 to 24 and 25 to 44 and showing that the same two age groups grew most
significantly compared to the other age categories which were stagnant or even declining during
the 2005-2010 timeframe.
0
20000
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60000
80000
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Count of Age
Cou…
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Age Group
04 - MADI
09 - MILW
12 - FVTC
13 - NWTC
B 16 to 18 4.30
% 4.10
% 5.40
% 6.40
%
C 19 to 24 39.70
% 40.80%
36.10%
37.10%
D 25 to 44 43.30
% 47.70%
46.90%
46.00%
E 45 to 59 11.90
% 7.10
% 11.30%
10.10%
F 60 & Over
0.70%
0.30%
0.30%
0.50%
Figure 2: Enrollment Trend - Age Group Counts and Percentage Per District Further analysis investigated the existence of differences across the districts within each
academic year as well as across the entire 2005-2010 timeframe. The chi-square test utilized for
each academic year regarding the district enrollee age groups showed statistically significant
differences between the four districts as presented in Figure 3. The results of the chi-square test
used to examine the differences between the four districts without regard to the academic year
also demonstrated statistical significance.
Age Group Fiscal Year chi-square stat df sig value
Figure 4: Enrollment Trends - Age Group Percentages Per District (Continued) The second demographic category the study examined regarded the gender of enrollees.
Female student percentage rates varied between 62% and 75% while male student percentage
rates ranged between 24% and 37% as shown in Figure 5. In aggregate numbers, females
represented approximately 71.6% of enrollees and males were at 28.3% as presented in Figure 6.
0.00%
5.00%
10.00%
15.00%
20.00%
20
05
20
06
20
07
20
08
20
09
20
10
04 - MADI
09 - MILW
12 - FVTC
13 - NWTC
0 0.002 0.004 0.006 0.008
0.01 0.012
Age
Gro
up
20
05
20
06
20
07
20
08
20
09
20
10
04 - MADI
09 - MILW
12 - FVTC
13 - NWTC
Count of Gender Aggregates Per District
District Gender Total Count Percentage
04 - MADI Female 36045 71.8% Male 14160 28.2% Unknown 26 0.1% 04 - MADI Total 50231
09 - MILW Female 72506 68.9% Male 32710 31.1% Unknown 41 0.0% 09 - MILW Total 105257
12 - FVTC Female 31156 62.4% Male 18595 37.2% Unknown 177 0.4% 12 - FVTC Total 49928
13 - NWTC Female 46033 75.4% Male 14975 24.5% Unknown 27 0.0% 13 - NWTC Total 61035
Grand Total 266451
Figure 5: Enrollment Aggregates – Gender Counts and Percentages Per District
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
04 - MADI
09 - MILW
12 - FVTC
13 - NWTC
Female
Male
Unknown
36
The gender trend analysis of the 2005-2010 enrollments represented by Figure 7
concluded that female and male populations were fairly stagnant across three of the districts
while both populations showed an abrupt change at Fox Valley Technical College with a large
increase in males and a significant decrease in females during the 2008 academic year.
Female Populations Trend Per District
2005 2006 2007 2008 2009 2010 Grand Total
04 - MADI
74.60%
73.20%
74.70%
73.30%
70.80%
68.30%
71.80%
09 - MILW
68.20%
69.50%
69.90%
70.20%
69.20%
66.80%
68.90%
12 - FVTC
70.70%
66.70%
66.80%
55.10%
60.10%
62.80%
62.40%
13 - NWT
C
73.20%
77.40%
78.60%
76.50%
73.60%
74.00%
75.40%
Male Populations Trend Per District
2005 2006 2007 2008 2009 2010 Gran
d Total
04 - MADI
25.10%
26.60%
25.30%
26.70%
29.20%
31.70%
28.20%
09 - MILW
31.80%
30.50%
30.10%
29.80%
30.80%
33.10%
31.10%
12 - FVTC
28.80%
32.30%
32.70%
44.30%
39.80%
37.20%
37.20%
13 - NWTC
26.70%
22.60%
21.40%
23.50%
26.40%
25.80%
24.50%
Figure 7: Enrollment Trend – Gender Percentages Per District Finally, the investigation turned to analyze how the districts compared amongst each
other for each of the academic years as well as across the entire timeframe given. The output
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
04 - MADI
09 - MILW
12 - FVTC
13 - NWTC
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
2005 2006 2007 2008 2009 2010
04 - MADI
09 - MILW
12 - FVTC
13 - NWTC
Demographic Data Overall: Counts and % of All Enrolled Students Aged 18 and Older
Count of Gender
Gender Total Percentages
Female 332929 71.6%
Male 131664 28.3%
Unknown 674 0.1%
Grand Total 465267 100.0%
Figure 6: Overall Enrollment Aggregates – Gender Counts and Percentages
72%
28%
Counts of Gender Percentages
Female Male
37
returned that the variances between districts were significantly different for each academic year
as well as across the whole 2005-2010 period as presented in Figure 8. Thus, the study concluded
that the overwhelming majority of WTCS non-traditional course enrollees were female and that,
with the exception of Fox Valley Technical College, this trend was stagnant across the sample.
Gender (male/female comparisons only -- did not include "unknown")
fiscal year chi-square stat df sig value 2005 101.494 3 0 2006 220.092 3 0 2007 336.972 3 0 2008 1181.073 3 0 2009 524.485 3 0 2010 436.433 3 0
Gender (male/female comparisons only -- did not include "unknown")
fiscal year chi-square stat df sig value
across all years 2273.955 3 0
Figure 8: Chi - Square Test Findings - Gender The third aspect of the enrollment demographics related to the ethnicity and minority
status of the students. Here we found that approximately 80% of the nontraditional course
participants were White, while African Americans percentage rates ranged between 1.2% and
24% and Hispanics were between 1.6% and 6%. Further analysis showed that Milwaukee
Technical College had the highest African American student population with 24% while all
districts had a significant White audience as represented in Figure 9 below.
Ethnic Category Per District
04 - MADI
09 - MILW 12 - FVTC
13 - NWTC
Amind 0.70% 1.10% 0.90% 2.50% Asian 2.50% 3.30% 1.90% 2.00% Black 4.60% 24.00% 1.20% 2.30% Hisp 2.60% 6.00% 1.80% 1.60% Multi 0.80% 0.00% 0.00% 0.20% Pacific 0.20% 0.00% 0.10% 0.10% Unknow 8.40% 3.40% 12.10% 0.60% White 80.10% 62.10% 81.90% 90.80%
Figure 9: Enrollment Demographics - Overall and District Ethnicity Percentages Overall, minority status coded with code zero (0) for nonminority White student
populations and code one (1) for minority students of all ethnicities varied greatly amongst
0.00%
50.00%
100.00%
150.00%
200.00%
250.00%
300.00%
350.00%
13 - NWTC
12 - FVTC
09 - MILW
04 - MADI
1% 2%
5% 3% 1%
0% 8%
80%
Ethnic Categories
Amind Asian Black Hisp
Multi Pacific Unknown White
38
districts. Minorities were best represented in the Milwaukee district with approximately 34% of
total enrollments, but NWTC and Fox Valley lagged at 6%. For each district, these trends were
steady across the 2005-2010 timeframe with a slight increase in minority percentage rates as
shown in Figure 10.
Demographic Data Overall: Counts and % of All Enrolled Students Aged 18 and Older -Count of Minority-
Figure 10: Enrollment Demographics - Overall and District Minority Status Counts The chi-square test utilized to compare the districts returned statistically significant
difference in this category as well. As shown in Figure11 these were due to the large differences
in overall minority enrollments between districts ranging from a low of 5% to a high of 35%.
Ethnicity fiscal year chi-square stat df sig value
Ethnicity fiscal year chi-square stat df sig value across all years 44982.031 21 0
Figure 11: Chi - Square Test Findings - Ethnicity In the end the study reached the conclusion that across the sample approximately 80% of
nontraditional course enrollees were White and that there were significant differences in the
overall minority percentage rates between the four districts.
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
90.00%
100.00%
04 - MADI
09 - MILW
12 - FVTC
13 - NWTC
0
1
39
Research Question 2: What are the demographic characteristics of students completing
nontraditional Wisconsin Technical College System courses offered at Madison,
Milwaukee, Fox Valley and Northeast Wisconsin Technical College?
The second goal of this study was to determine the demographic makeup of the WTCS
nontraditional course completers. Similarly to the first research question, the data analysis
performed on the sampled four technical college districts resulted is summary tables and graphs
representing the counts and percentage rates of students completing these courses with
completion code one or two. Completion code one stands for successful completion or passing
with grades A through D while completion code two represents failure graded with F. Course
withdrawals, transfers, in progress and other alternative completion codes were ignored by this
analysis. The examination regarded distinctively the four individual technical college districts as
well as their aggregate values representing the research sample.
The aggregate value table showed that over time the count of successful students was
steadily increasing but overall success rates per district varied between 85% and 93%, averaging
at 87.6% for the sample. Per district, Madison’s overall pass rate was 93%, the highest value for
the sample, while Milwaukee’s was 86%, Fox Valley’s 88% and NWTC ranked lowest at 85%
as shown in Figure 12.
40
Success Rates by District Counts of Pass/Fail Students
Count of Completion Code
Completion Code Overall Pass Rate Per District District 1 2
Grand Total
04 - MADI 36713 2741 39454 93.10%
09 - MILW 70337 11481 81818 86.00%
12 - FVTC 36641 4887 41528 88.20%
13 - NWTC 41229 7140 48369 85.20%
Grand Total 184920 26249 211169 87.60%
Figure 12: Overall & District Completion Rates Counts and Percentages To see the evolution over time a trend analysis was performed across the six academic
years ranging between 2005 and 2010, resulting in the conclusion that although in absolute
numbers students completion in nontraditional courses had increased over the years, the overall
percentage rate of success across the years was stagnant, staying around an average of 87%
shown in Figure 13.
Success Rates Overall: Counts of Pass/Fail Students Count of Completion Code
Completion Code 2005 2006 2007 2008 2009 2010
Grand Total
1 31964 39998 48109 61545 67145 81079 329840
2 4537 6140 7232 8658 10010 12859 49436 Grand Total 36501 46138 55341 70203 77155 93938 379276
Figure 13: Overall Completion Rate Trend Counts
0
2000
4000
6000
8000
10000
12000
14000
16000
1 2 1 2 1 2 1 2 1 2 1 2
2005 2006 2007 2008 2009 2010
Completion Per District
04 - MADI
09 - MILW
12 - FVTC
13 - NWTC
36713
70337
36641 41229
2741 11481
4887 7140
04 - MADI Total 09 - MILW Total
12 - FVTC Total 13 - NWTC Total
Overall Completion Counts Per District
1 2
93.10%
86.00%
88.20%
85.20%
District 04 - MADI 09 - MILW 12 - FVTC 13 - NWTC
Overall Pass Rate Percentages Per District
Overall Pass Rate Per District
0
10000
20000
30000
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50000
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70000
80000
90000
2005 2006 2007 2008 2009 2010
1
2
41
Next, the analysis investigated the demographic composition of the values shown above.
Using chi-square testing, it looked to see if the counts of pass and fail differed by age group,
gender or ethnicity as presented in Figure 14, 16 and 17.
Success Rates by District Counts of Pass/Fail Students Count of Completion Code
Completion Code % within each age group
who passed
District Age Group 1 2 Grand Total Percentage 04 - MADI B 16 to 18 1258 232 1490 84.4% C 19 to 24 13603 1322 14925 91.1% D 25 to 44 16707 998 17705 94.4% E 45 to 59 4918 176 5094 96.5% F 60 and Over 227 13 240 94.6% 04 - MADI Total 36713 2741 39454
09 - MILW B 16 to 18 2324 810 3134 74.2% C 19 to 24 26749 5461 32210 83.0% D 25 to 44 35423 4700 40123 88.3% E 45 to 59 5613 480 6093 92.1% F 60 and Over 228 30 258 88.4% 09 - MILW Total 70337 11481 81818
12 - FVTC B 16 to 18 1643 422 2065 79.6% C 19 to 24 11744 2305 14049 83.6% D 25 to 44 18368 1862 20230 90.8% E 45 to 59 4748 291 5039 94.2% F 60 and Over 138 7 145 95.2% 12 - FVTC Total 36641 4887 41528
13 - NWTC B 16 to 18 2100 791 2891 72.6% C 19 to 24 13691 3367 17058 80.3% D 25 to 44 20253 2608 22861 88.6% E 45 to 59 4981 345 5326 93.5% F 60 and Over 204 29 233 87.6% 13 - NWTC Total 41229 7140 48369
Grand Total 184920 26249 211169 Figure 14: District Completion Rates Per Age Group Counts & Percentages
For students completing with code one for pass or code two for fail across districts the
findings presented in Figure 15 showed that in nontraditional courses delivered within the WTCS
the 45 to 59 years old age group was the most successful with an aggregate pass rate of 94%
while the 16 to18year old students had the lowest or 76% success rate.
42
Success Rates Overall: Counts of Pass/Fail Students
Count of Completion Code
Completion Code % within each
age group that passed Age Group 1 2
Grand Total
B 16 to 18 13238 4099 17337 76.4% C 19 to 24 113891 23685 137576 82.8% D 25 to 44 162759 19057 181816 89.5% E 45 to 59 38552 2454 41006 94.0% F 60 and Over 1400 141 1541 90.9% Grand Total 329840 49436 379276 87.0%
Figure 15: Overall Completion Rates Per Age Group Counts & Percentages As far as gender, the districts mirrored significant differences between each other as
presented in Figure 16 below. In this respect, the successful completion percentage were as low
as 82% in some case of NWTC’s male population or as high as 91% for Madison’s male
students. Female students were on average more successful, ranging from NWTC’s 86% all the
way to Madison’s 93% presented in the following Figure 17.
Success Rates by District Counts of Pass/Fail Students Count of Completion Code
Completion Code % within each gender who passed
District Gender 1 2 Grand Total Percentage 04 - MADI Female 27201 1878 29079 93.5% Male 9501 860 10361 91.7% Unknown 11 3 14 78.6% 04 - MADI Total 36713 2741 39454
Grand Total 184920 26249 211169 Figure 16: District Completion Rates Per Age Gender Counts & Percentages
76.40% 82.80% 89.50% 94.00% 90.90%
Age Group
B 16 to 18
C 19 to 24
D 25 to 44
E 45 to 59
F 60 and Over
% within each age group that passed
% within each age group that passed
43
Figure 17: District Success Rates Per Gender Percentages For ethnicity, the overall pass rates across the sample averaged at approximately 87%
with the successful minority student population percentage rate being 79% and the non-minority
students passing 88% of the time. The trend analysis pointed out that the success rate of non-
minority was steadily increasing while the minority students’ pass rate was stagnant as shown in
Figure 18 and Figure 19.
Success Rates by District Counts of Pass/Fail Students - Count of Completion Code District Ethnic Completion Code 1 2 Grand Total % within each ethnicity group who passed 04 - MADI Amind 188 26 214 87.9% Asian 999 48 1047 95.4% Black 1320 208 1528 86.4% Hisp 948 76 1024 92.6% Multi 267 34 301 88.7% Pacific 68 2 70 97.1% Unknown 3000 243 3243 92.5% White 29923 2104 32027 93.4% 04 - MADI Total 36713 2741 39454
12 - FVTC Amind 273 58 331 82.5% Asian 687 108 795 86.4% Black 356 88 444 80.2% Hisp 596 119 715 83.4% Multi 14 1 15 93.3% Pacific 25 9 34 73.5% Unknown 4489 787 5276 85.1% White 30201 3717 33918 89.0% 12 - FVTC Total 36641 4887 41528
13 - NWTC Amind 838 288 1126 74.4% Asian 768 151 919 83.6% Black 690 287 977 70.6% Hisp 508 169 677 75.0% Multi 59 36 95 62.1% Pacific 28 1 29 96.6% Unknown 263 36 299 88.0% White 38075 6172 44247 86.1% 13 - NWTC Total 41229 7140 48369
Grand Total 184920 26249 211169
Figure 18: District Completion Rates Per Ethnicity Counts & Percentages
93.50%
86.70% 89.30%
86.00%
91.70%
84.20% 86.60%
82.60%
04 - MADI 09 - MILW 12 - FVTC 13 - NWTC
Successful Completion % Per Gender & District
Female Male
44
Success Rates Overall: Counts of Pass/Fail Students Count of Completion Code
Completion Code
% within each minority code that passed
Minority 1 2
Grand Total
0 291712 39775 331487 88.0%
1 38128 9661 47789 79.8%
Grand Total 329840 49436 379276 87.0%
Figure 19: District Success Rates Per Minority Status Counts & Percentages For the ethnic categories tracked by the WTCS reporting data representing the basis of
this investigation, pass rates coded with code one were 77% for American Indians, 87% for
Asian Americans, 76% for African Americans, 82% for Hispanics, 82% for Multiethnic students,
86% for Pacific Islanders and 88% for Whites respectively, shown by Figure 20.
Success Rates Overall: Counts of Pass/Fail Students Count of Completion Code
Completion Code
% within each ethnic group that
passed Ethnic 1 2 Grand Total
Amind 3341 953 4294 77.8% Asian 6754 985 7739 87.3% Black 18475 5727 24202 76.3% Hisp 8548 1798 10346 82.6% Multi 709 150 859 82.5% Pacific 301 48 349 86.2% Unknown 12753 1959 14712 86.7% White 278959 37816 316775 88.1%
Grand Total 329840 49436 379276 87.0%
Figure 20: Overall Success Rates Per Ethnicity Counts & Percentages The lowest success rates between all ethnic categories were found in NWTC’s
Multiethnic category at 62%, while the same category scored as high as 93% at Fox Valley
Technical College, pointing to a significant variance between districts. Overall, the most
successful student group was Madison’s Pacific Islander ethnic group with 97% pass rate as
presented in Figure 21.
28144 35329
42582
54763 59501
71393
3820 4669 5527 6782 7644 9686
2005 2006 2007 2008 2009 2010
Successful Completion % Per Minority Status
0 1
77.80%
87.30%
76.30%
82.60% 82.50%
86.20% 86.70% 88.10% 87.00%
% within each ethnic group that passed
% within each ethnic group that passed
45
04 - MADI 09 - MILW 12 - FVTC
13 - NWTC
Amind 87.90% 83.40% 82.50% 74.40%
Asian 95.40% 85.70% 86.40% 83.60%
Black 86.40% 77.10% 80.20% 70.60%
Hisp 92.60% 83.80% 83.40% 75.00%
Multi 88.70% 85.67% 93.30% 62.10%
Pacific 97.10% 87.80% 73.50% 96.60%
Unknown 92.50% 86.20% 85.10% 88.00%
White 93.40% 89.20% 89.00% 86.10%
Figure 21: District Success Rates Per Ethnicity Percentages The chi-square testing for each district as well as for the entire sample for age groups,
gender and ethnicity over the six academic years analyzed are shown in Figure 22. Consequently
to the statistically significant differences put forth by this test, the research proceeded to evaluate
the results of each piece of investigation to bring forth reliable sample level generalizations
related to the demographic variables investigated.
Madison across all years chi-square stat df sig value Age group 399.641 4 0 gender (male/female) 40.125 1 0 ethnicity 142.545 7 0
Milwaukee across all years chi-square stat df sig value Age group 961.846 4 0 gender (male/female) 92.649 1 0 ethnicity 1635.696 6 0
Fox Valley across all years chi-square stat df sig value Age group 749.692 4 0 gender (male/female) 64.978 1 0 ethnicity 136.396 7 0
NWTC across all years chi-square stat df sig value Age group 1196.326 4 0 gender (male/female) 81.569 1 0 ethnicity 396.882 7 0
All 4 Districts across all years chi-square stat df sig value Age group 1196.326 4 0 gender (male/female) 765.02 1 0 ethnicity 3254.889 7 0
Figure 22: Chi - Square Test Findings – Overall Results
0.00%
20.00%
40.00%
60.00%
80.00%
100.00%
120.00%
Axi
s Ti
tle
Axis Title
04 - MADI
09 - MILW
12 - FVTC
13 - NWTC
46
In conclusion, although direct generalizations were impossible due to statistically
significant differences found, the analysis of success and failure in nontraditional WTCS courses
points out that between the four technical colleges investigated, Madison students were the most
successful, passing at a 93% rate while NWTC ranked lowest with a 85% pass rate. Within these
results the most successful age group was the 45 to 59 year old population with a 94% pass rate
while the 16 to 18 years old students struggled at 76%. The analysis also clarified that females
were on average more successful, passing at a 86-93% rate while males completed the
nontraditional delivery courses approximately 82-91% of the time with variations amongst the
districts.
Finally, the investigation pointed out that within the average 87% pass rate slight
variations existed based on ethnic categories, the least successful learner group being NWTC’s
Multiethnic group while the most successful students being Madison’s Pacific Islanders. The
numbers of successful students grew over time in absolute numbers mainly due to continually
increasing enrollments during the analyzed 2005-2010 period while the success percentage rates
increases experienced were primarily due to enhanced non-minority student success rates.
47
Chapter V – Summary, Conclusions and Recommendations
Introduction
At the present time, WTCS faces the problem of not quantifying the impact of learner
demographics such as age, gender, ethnicity and minority status on the overall enrollment and
success rates in nontraditional courses represented by online, blended, videoconference and self-
paced telecourse delivery modes. Without a clear understanding of the correlation existent
between student characteristics and nontraditional course success, administrators are forced to
transfer programs of study to virtual delivery randomly, without strategic focus or prioritization.
This approach, however, results in inefficient use of resources as well as risk of decreased
enrollments in courses that by their inherent flexibility and convenience could satisfy career and
technical education’s ultimate purpose of “extending learning beyond the classroom and
throughout life” (WTCS, 2011).
This study aimed to solve this problem by reaching conclusions on the characteristics of
nontraditional course enrollees and graduates. The analysis looked at the publicly available
WTCS district level student demographic data for the 2005-2010 academic years evaluating the
trends in enrollments and success rates in order to provide WTCS administrators relevant
information for determining the course transfer priorities to virtual delivery.
Chapter V – Summary, Conclusions and Recommendations provides a descriptive
summary of the research findings. The conclusions contain an overview of the general
demographic characteristics of nontraditional WTCS courses students and their possible uses for
strategizing development, marketing and personnel effort in transferring courses to web-based
48
delivery. The chapter concludes with recommendations for further research regarding the
demographic analysis of nontraditional WTCS course students.
Summary
The purpose of this study was to create a demographic profile of a Wisconsin Technical
College System (WTCS) nontraditional course student, helping administrators make effective
strategic decisions about priorities for converting courses to web-based delivery. More
specifically, the research provided data-based evidence needed for understanding the
demographic makeup of WTCS online, blended, videoconference and self-paced telecourse
program audiences as well as the relationship between enrollment and success rates for these
student populations. The analysis performed lead to conclusions on learner characteristics
ending with recommendations regarding use of the collected data in determining WTCS program
transfer priorities to the virtual environment with improved student success in mind.
This research was based on WTCS reporting data available online. The study’s data
source was the official WTCS System Attic reporting database filtered by a pivot table as to
return only nontraditional course related information for the four largest WTCS technical college
districts. The nontraditional course category involved the online, blended, videoconference, and
self-paced telecourse distance delivery modes and excluded only the traditional face-to-face
classroom courses. The research samples was formed by the Madison, Milwaukee, Fox Valley
and NWTC technical colleges representative of the system wide population based on having the
highest full-time equivalent enrollment numbers within the WTCS. The analysis separated the
age, gender, ethnicity and minority status related enrollment and course completion information
for these four districts and drew conclusions on generalities that were reliably representative of
49
the entire sample and WTCS population. The questions addressed related to understanding the
demographic makeup of the nontraditional WTCS course audience. Upon completion of the
steps involved in answering the two research questions listed below conclusions were drawn
regarding the overall demographic profile of the WTCS nontraditional course students and the
benefits of using this data for prioritizing the transfer of traditional courses to the virtual
environment.
Research Question 1: What are the demographic characteristics of students enrolling in
nontraditional Wisconsin Technical College System courses offered at Madison,
Milwaukee, Fox Valley and Northeast Wisconsin Technical Colleges?
Steps for answering this first research question related to the selection of the research
sample comprised of the four largest WTCS technical colleges based on full-time enrollments,
namely Madison, Milwaukee, Fox Valley and NWTC, of a compilation of their demographic
data based on WTCS system reports and a comparison analysis between districts. Enrollment
data from the four sampled districts was analyzed to determine percentage rates per age group,
gender, ethnic category and minority status for each of the four districts as well as an aggregate
for the entire sample. A district level trend analysis was performed to visualize evolution of
enrollments rates, the results being complied into a single database for comparison and contrast
investigation. To determine the differences across the sample, a crosstab chi-square analysis was
performed for each academic year including age category, gender, ethnicity and minority status
by district.
50
Research Question 2: What are the demographic characteristics of students completing
nontraditional Wisconsin Technical College System courses offered at Madison,
Milwaukee, Fox Valley and Northeast Wisconsin Technical Colleges?
This section concerned the analysis of sample level success rates using cross tab chi-
square testing for each of the four districts. The investigation looked to determine whether
success rate differences existed between districts by age category for each academic year or
across all years. A cross tab chi-square analysis for the differences by age group, gender and by
ethnicity for each institution and for individual and combined academic periods concluded the
graduating student data examination.
Conclusions
In order to develop the profile of the WTCS nontraditional delivery course student
population the present research combined the sectional analysis pieces performed for the
enrollment and completion aspects. By drawing conclusions on the demographic characteristics
based profile of the student populations enrolling and graduating from these courses technical
college administrators are able to personalize development and marketing and redirect personnel
to best serve the needs of their audience.
Research Question 1: What are the demographic characteristics of students enrolling in
nontraditional Wisconsin Technical College System courses offered at Madison,
Milwaukee, Fox Valley and Northeast Wisconsin Technical Colleges?
The first question of the investigation regarded the demographic makeup of the WTCS
nontraditional course enrollees. The data analysis methodology applied to the official WTCS
enrollment reports resulted in tables and graphs describing the counts and percentage rates of
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student age groups, gender and ethnicities per district as well as the characteristics of the sample
based on aggregates. The data analysis pointed out that the two age group categories most
frequently represented in the WTCS nontraditional courses were the 19 to 24 and the 25 to 44
age groups and that the average age in these courses was 29 years with a standard deviation of
approximately 9.83 years. The evolution of the different age group categories over time showed
that student groups aged 19 to 24 and 25 to 44 grew most significantly while other age categories
were stagnant or even declining during 2005-2010.
Further analysis looked into the existence of differences across the districts within each
academic year as well as across the entire 2005-2010 timeframe. The chi-square test utilized for
each academic year regarding the age groups enrolled in nontraditional courses offered by the
Madison, Milwaukee, Fox Valley and Northeast Wisconsin Technical College districts showed
statistically significant differences between the four districts. Similarly, the chi-square test used
to examine the differences between the four districts without regard to the academic year also
returned statistical significant results. Consequently a detailed review was performed on each age
group from the perspective of district enrollments to find the sources of these statistically
significant differences. This examination showed that while the two major age categories,
namely age 19 to 24 and age 25 to 44 were similar between the four districts, there were
significant differences in enrollments for age groups 16 to 18 and age 60 and above, leading to
the conclusion that the districts are comparable in certain age categories but lack comparability
in others thus preventing overall generalizations to state level. Overall, the analysis concluded
that the typical student age in nontraditional WTCS courses was between 19 and 44 with the
median age being 29 years old.
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The second demographic category examined was the gender of enrollees. The results
showed that approximately 72% of nontraditional WTCS course enrollees were female and 28%
were male in each of the four districts analyzed. The gender trend analysis for the 2005-2010
enrollments resulted in the conclusion that female and male populations were fairly stagnant
across three of the four districts while the Fox Valley male population increased abruptly and
was correlated with a significant decrease in females during the 2008 academic year. In
conclusion, the study found that the overwhelming majority of WTCS nontraditional course
enrollees are female and that, with the exception of Fox Valley Technical College, this trend was
stagnant across the sample population.
The third aspect of the enrollment demographics related to the ethnicity and minority
status of the students. Here the investigation showed that approximately 80% of the
nontraditional course participants were White, while African American percentage rates ranged
between 1.2% and 24% and Hispanics were between 1.6% and 6%. Further analysis showed that
Milwaukee Technical College had the highest or 24% African American student population
while all districts had significant White and Multiethnic audiences.
Overall, minority status varied greatly amongst districts. Minorities were best represented
in the Milwaukee district with approximately 34% of total enrollments and Northeast Wisconsin
Technical College and Fox Valley lagged at 6%. For each district, these trends were steady
across the 2005-2010 timeframe with a slight increase in minority percentage rates. The chi-
square test utilized to compare the districts returned statistically significant difference in this
category due to the large differences in overall minority enrollments between the four technical
colleges ranging from a low of 5% to a high of 35%. In conclusion, approximately 80% of
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nontraditional course enrollees were White and there were significant differences in the overall
minority percentage rates between the four districts.
Research Question 2: What are the demographic characteristics of students completing
nontraditional Wisconsin Technical College System courses offered at Madison,
Milwaukee, Fox Valley and Northeast Wisconsin Technical Colleges?
The second goal of this study was to determine the demographic makeup of the WTCS
nontraditional course completers. Similarly to the first research question, the data analysis
performed on the sampled four technical college districts resulted in summary tables and graphs
representing the counts and percentage rates of students completing these courses with
completion code one or two. Code one stands for successful completion or passing with grades A
through D while code two exemplifies failure graded with F. Course withdrawals, transfers, in
progress and other alternative completion codes were ignored by this analysis. The examination
regarded the four individual technical college districts distinctively as well as their aggregate
values representing the research sample.
The aggregate value table showed that over time the count of successful students was
steadily increasing also clarifying that overall district success rates varied between 85% and 93%
and averaged at 87.6% for the sample. Per district, Madison’s overall pass rate was the highest
with 93% within the sample, while Milwaukee’s was 86%, Fox Valley stood at 88% while
NWTC ranked lowest at 85%. To see the evolution over time, a trend analysis was performed
across the six academic years ranging between 2005 and 2010, resulting in the conclusion that
although in absolute numbers student completion in nontraditional courses increased over the
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years the overall percentage rate of success across the years was stagnant, staying around an
average of 87%.
Next, the analysis investigated the demographic composition of the values shown above
using chi-square testing. It looked to see if the counts of pass and fail differed by age group,
gender and ethnicity. Consequently to the statistically significant differences resulting from this
testing the analysis proceeded to look at each of the demographic variables in detail to
investigate the sources of the differences found.
For students completing with code one for pass or code two for fail across districts the
findings showed that in nontraditional courses delivered within the WTCS the 45 to 59 years old
age group was the most successful with an aggregate pass rate of 94% while the 16 to18year old
students had the lowest, or 76% success rates.
As far as gender, the districts showed significant differences between each other. In this
respect, the successful completion percentage rate was as low as 82% in case of NWTC’s male
population and as high as 91% for Madison’s male students. Female students were on average,
more successful, ranging from NWTC’s 86% all the way to Madison’s 93%.
For ethnicity, the overall pass rates across the sample averaged out at approximately 87%
with the successful minority student population percentage rate being 79% and the non-minority
students passing 88% of the time. The analysis also showcased the fact that the non-minority
student success rate was steadily increasing while the minority students’ pass rate was stagnant.
For the ethnic categories tracked by the WTCS reporting data pass rates were 77% for
American Indians, 87% for Asian Americans, 76% for African Americans, 82% for Hispanics,
82% for Multiethnic students, 86% for Pacific Islanders and 88% for Whites respectively. The
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lowest success rates between all ethnic categories were found in NWTC’s Multiethnic category
at 62%, while the same category scored as high as 93% at Fox Valley Technical College pointing
out a significant variance between districts. Overall, the most successful were Madison’s Pacific
Islander students with a 97% pass rate. The investigation found a significantly lower gap
between success rates by ethnicity than in case of enrollments the analysis supporting the
conclusion that, amongst the students enrolling, approximately the same percentage rates passed
in each ethnic category. On average, approximately 88% of non-minority students passed while
the success rate for minorities was at 79%, this spread of approximately 9 percentage points
comparing to the 55 point spread between the two distinct enrollment categories. On the other
hand non-minority success rates increased over time while minority pass rates were stagnant for
the 2005-2010 period.
In conclusion, the analysis of success and failure in non-traditional WTCs courses
pointed out that between the four technical colleges investigated, Madison students were the
most successful, passing at a 93% while NWTC ranked the lowest at 85%. We can see that
within these results the most successful age group was the 45 to 59 year old population with a
94% pass rate while the 16 to 18 years old students struggled at a 76% pass rate. The analysis
also clarified that females were on average slightly more successful passing at a 86-93% rate
while males completed the nontraditional delivery courses approximately 82-91% of the time
with variations amongst the districts.
Finally, the investigation showed that within the average 87% pass rate variations existed
based on ethnic categories, the least successful group being NWTC’s Multiethnic group while
the most successful students are Madison’s Pacific Islander audience. On average during the
analyzed 2005-2010 period the success percentage rates increased mainly for non-minority
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student populations while presenting a stagnant status for the aggregate minority group in each
district.
Overall conclusions regarding the profile of nontraditional WTCS course students were
drawn by analyzing the correlations existent between enrollment and completion data findings.
The comparisons between reports for each demographic variable analyzed, namely age group,
gender, ethnicity and minority status built step by step the profile of the representative enrollee
and completer. This investigation resulted that the most typical nontraditional course enrollee
was a 19 to 44 years old White female student while the most likely successful completer was a
White female aged between 45 and 59 years. Most nontraditional course enrollees were aged 19
to 44 and they had, indifferently of gender or ethnicity, success rate ranging between 80%-91%
depending on district, averaging around 85.5% for the entire sample.
Limitations
The limitations of the study related to the sources, scope and methodologies applied in
this analysis. Generally speaking, the data utilized was restricted to the publicly available WTCS
System Attic data reports, the study omitting data and studies unavailable via this public online
venue. The data analysis and results of this study regarded only the Wisconsin Technical
College System’s nontraditional delivery courses and the findings may not be applied to courses
of other state or national technical or community colleges. Additionally, web-based course
satisfaction and success rates depend on the capabilities of the course management system, the
resulting findings being unsuitable for extrapolation to other online delivery systems and districts
have slightly divergent learning outcome expectations which, although affect success rate
statistics, were ignored for the purposes of this study.
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Specific methodology related limitations were the possibility of lost or interrupted
connectivity with the main WTCS System Attic data source resulting in partially outdated
figures. A particular limitation related to the use of pivot table as instrumentation tool as
inexperienced users may sort or filter data incorrectly utilizing erroneous data in result.
Furthermore the course completion data has been filtered to show two specific completion codes
only, namely code one for a passing grade and completion code two received for failing a course.
As a result, for the purposes of this study, completion codes showing withdrawals, transfers, etc.
were omitted. Finally, it is possible that, over time, certain reporting categories could be changed
or removed entirely by WTCS officials, resulting in the inability of replicating the foundational
sources of the present research.
Recommendations
Given the results of this study as they relate to building the profile of the most
representative WTCS nontraditional course enrollee and the most likely completer, it is essential
to contemplate on the fact that the current audience of these courses is mainly made up of young
non-minority females. Based on these results, the researcher recommends that administrators
carefully review and analyze the program courses and topics offered via nontraditional delivery
modes and evaluate the reasons for the 44% percentage point difference between male and
female enrollments as well as the up to 72% discrepancy existent between non-minority and
minority enrollment numbers.
Essentially, technical college administrators need to assure that their technical college
curriculums serve equally males and females as well as minorities and non-minority students via
the online, blended, videoconference and self-paced telecourse courses. It is recommended that
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decision makers evaluate the number of courses offered via nontraditional delivery in all industry
and career areas, assuring that courses and programs traditionally preferred by males versus
females are made equally available via these distance learning options.
To assure maximum return on investment and well as to equally serve both non-minority
and minority groups, it is suggested that technical college administrators evaluate the
accessibility, support options and delivery language of these nontraditional courses to serve
equally all their student audiences eliminating the possibility that the lower minority related
enrollment and success percentage rates could be due in fact to lack of optimal English as
Second Language Learner delivery or support options.
Finally, based on the present research findings as to the largest discrepancies between
different student groups are found at the level of enrollments while the completion rates are as
close as 4% for male/female rates and 9% for minority/non-minority percentages, a
recommendation is made to technical college leadership as to increase focus in developing and
marketing program courses traditionally preferred by male students and enhance course options
appealing for minority student groups as once enrolled, the likelihood of these learner categories
succeeding in nontraditional WTCS courses is comparable to that of White female students. Thus
it is recommended that administrators invest time and effort in transitioning auto mechanics,
electronics, computer science, printing technologies and other traditionally male student
preferred programs as well as English as Second Language Learner focused courses to online,
blended, videoconference and self-paced telecourse deliveries to best serve all their student
audiences.
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Recommendations for Further Research
This study did not address the individual components of the nontraditional course
categories utilized for tracking within the WTCS. By the definition currently used by the WTCS
system administrators separating such data was impossible at system level due to the individual
technical colleges reporting to the state headquarters only the aggregate numbers for all
nontraditional delivery courses. Namely, the nontraditional course data used in this research
included online, blended, videoconference and self-paced telecourse delivery modes together
without separation of each separate category. Analysis of each type of nontraditional delivery
method would only be possible at each individual district with appropriate access to proprietary
data warehousing and reporting systems. As knowledge surrounding how enrollment and
completion demographics present in the different types of nontraditional delivery courses may be
of particular value, further research is recommended for segregation and analysis of data at this
yet deeper level.
This study also did not address the definition of the success in nontraditional WTCS
courses. Although most WTCS course competencies are clearly set at state level, discrepancies
exist as far as the grade points and scales used by each instructor and/or district. Thus a passing
grade could represent a slightly different preparedness level in one course or delivery mode
versus another. Given that the success rates analyzed in this study were based on passing scores,
or grades A, B, C or D, an in-depth analysis of district or delivery mode based discrepancies in
defining course success is a recommended way to gain further insight into reasons behind the
statistically significant differences between districts found by the present research study.
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Finally, this study did not analyze the correlation existent between the demographic
characteristics of populations served by each district and the same variables in students enrolling
in and graduating from each specific technical college. By reviewing the age, gender and
ethnicity composition of the sample population, valuable insight could be gained regarding the
representativeness of enrollments and completions for the local populations served by districts,
providing WTCS administrators with yet deeper knowledge on who may, in the future, enroll
and succeed in nontraditional course offered by the Wisconsin Technical College System.
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